Audience: My Lit. Circle Group - Specifically Chloe, in response to our discussion of KoS
Purpose: To propose a possible assignment for students to further their learning about Shakespeare through the reading of KoS.
In our literature circle, Jordan, Chloe, and I discussed different ways we could apply King of Shadows in the classroom. The main thing we discussed was how KoS is a great supplement to any lesson on Shakespeare; and specifically, it is a great way to introduce Shakespeare. We discussed things like “filling the gaps” and, like in chapter 9 of “Pleasures”, how this story is a lot like many other popular forms of young adult or children’s literature because it tells the story of a young person leaving the conforms of time and space and travelling on a fantastic journey. We then thought of different ways to employ this great text in the classroom.
Instead of just “throwing our students to the wolves” and getting right into the complexity of Shakespeare, we ease them into it by having them read KoS first. The novel is inviting in that it lets us see the world of William Shakespeare through the eyes of a young adult; someone who is similar to our students. The story gives a first-hand account of a young person’s personal interaction with Shakespeare. We learn about what it is like to be an actor, how hard it can be to memorize lines and work on acting form, and what the Elizabethan era was really like. We sympathize with Nat as we learn of his background and family history; and by walking with him on his journey through “A Midsummer Night’s Dream”, we connect with the text in a whole new way and with new understanding. Using KoS as a supplement to a Shakespeare unit, or perhaps even as an introduction, is a great way to engage students in texts that otherwise seem daunting, challenging, or boring. By connecting with Nat’s story, they will also be connecting with the Shakespeare texts, whether they are initially aware of that or not.
We discussed how our own interaction with KoS helped us come to our conclusions about how to use it in the classroom. Because reading KoS helped us see the world of Shakespeare in a new way, we were able to provide rationale for its value in the classroom. We all agreed that reading it helped us gain new interest in the Elizabethan time period, and we all recalled how we learned history even when it did not feel like we were learning it. If our students can engage in the text in this way as well, they will learn the history and context of the plays we read. If they better understand Shakespeare as an author, like we all did after reading KoS, they will be able to make more meaningful connections while reading his plays. We realized that not every student will have the same reaction, or even a positive reaction, with the text, but we believe that reading KoS as an introduction or as a supplement to a Shakespeare unit will prove extremely valuable in terms of authentic learning.
My specific response to our literature circle is directed at Chloe. Chloe talked about how reading KoS made her want to learn even more about the history of the Elizabethan era. I think this is great! I think this is the exact sort of thing we want our students to be doing, and I think she made some really great points about how to help students engage. She expressed interest in doing additional research about the Elizabethan era, and it made me think of a possible assignment, which is to have students do a Web Quest, collage, photo album, or to act out a play in response to research findings about the Elizabethan era. This might be an especially good assignment for those students who are gifted or who seem to be excelling at a faster rate than the other students. It could be used as an additional or “enrichment” activity, but it can also be integrated into the regular curriculum. KoS provides a ton of historical context, which is really valuable to understand the story and to understand Shakespeare’s other works. In order to help students even further engage, we can have them do additional research. The diversity of this assignment will be in the final product. We will give students options and let them choose how they wish to present their findings. They will do a Web Quest, but can present their findings in any way they like. We will provide artistic options, multimedia options, kinesthetic options (like acting out a play), and “classic” options (like a journal, essay, or report). This will ensure that all students, regardless of learning style or background, feel that they can access and interact with the content in whatever way they desire.
King of Shadows
Audience: My Lit. Circle Group - Specifically Chloe, in response to our discussion of KoS
Purpose: To propose a possible assignment for students to further their learning about Shakespeare through the reading of KoS.
In our literature circle, Jordan, Chloe, and I discussed different ways we could apply King of Shadows in the classroom. The main thing we discussed was how KoS is a great supplement to any lesson on Shakespeare; and specifically, it is a great way to introduce Shakespeare. We discussed things like “filling the gaps” and, like in chapter 9 of “Pleasures”, how this story is a lot like many other popular forms of young adult or children’s literature because it tells the story of a young person leaving the conforms of time and space and travelling on a fantastic journey. We then thought of different ways to employ this great text in the classroom.
Instead of just “throwing our students to the wolves” and getting right into the complexity of Shakespeare, we ease them into it by having them read KoS first. The novel is inviting in that it lets us see the world of William Shakespeare through the eyes of a young adult; someone who is similar to our students. The story gives a first-hand account of a young person’s personal interaction with Shakespeare. We learn about what it is like to be an actor, how hard it can be to memorize lines and work on acting form, and what the Elizabethan era was really like. We sympathize with Nat as we learn of his background and family history; and by walking with him on his journey through “A Midsummer Night’s Dream”, we connect with the text in a whole new way and with new understanding. Using KoS as a supplement to a Shakespeare unit, or perhaps even as an introduction, is a great way to engage students in texts that otherwise seem daunting, challenging, or boring. By connecting with Nat’s story, they will also be connecting with the Shakespeare texts, whether they are initially aware of that or not.
We discussed how our own interaction with KoS helped us come to our conclusions about how to use it in the classroom. Because reading KoS helped us see the world of Shakespeare in a new way, we were able to provide rationale for its value in the classroom. We all agreed that reading it helped us gain new interest in the Elizabethan time period, and we all recalled how we learned history even when it did not feel like we were learning it. If our students can engage in the text in this way as well, they will learn the history and context of the plays we read. If they better understand Shakespeare as an author, like we all did after reading KoS, they will be able to make more meaningful connections while reading his plays. We realized that not every student will have the same reaction, or even a positive reaction, with the text, but we believe that reading KoS as an introduction or as a supplement to a Shakespeare unit will prove extremely valuable in terms of authentic learning.
My specific response to our literature circle is directed at Chloe. Chloe talked about how reading KoS made her want to learn even more about the history of the Elizabethan era. I think this is great! I think this is the exact sort of thing we want our students to be doing, and I think she made some really great points about how to help students engage. She expressed interest in doing additional research about the Elizabethan era, and it made me think of a possible assignment, which is to have students do a Web Quest, collage, photo album, or to act out a play in response to research findings about the Elizabethan era. This might be an especially good assignment for those students who are gifted or who seem to be excelling at a faster rate than the other students. It could be used as an additional or “enrichment” activity, but it can also be integrated into the regular curriculum. KoS provides a ton of historical context, which is really valuable to understand the story and to understand Shakespeare’s other works. In order to help students even further engage, we can have them do additional research. The diversity of this assignment will be in the final product. We will give students options and let them choose how they wish to present their findings. They will do a Web Quest, but can present their findings in any way they like. We will provide artistic options, multimedia options, kinesthetic options (like acting out a play), and “classic” options (like a journal, essay, or report). This will ensure that all students, regardless of learning style or background, feel that they can access and interact with the content in whatever way they desire.